Construal Level, Self-knowledge and Academic Motivation: Knowing Why You Pursue Your Goals Promotes Academic Motivation

Abstract

This study was based on the interaction between two theories, one of which describes how individuals conceptualize their goals (Construal Level Theory) and the other addresses the understanding of the self (Self-knowledge). Construal Level Theory discusses how individuals conceptualize their goals and how this mental representation of goals impacts motivation. Self-knowledge addresses the extent to which individuals know themselves and use this knowledge as a guide for acting towards their intrinsic goals. Both of these theories have been studied individually to assess their impact on motivation. Construal level Theory has been proved effective in influencing motivation and self-knowledge has been studied as the core construct of other self-constructs that have implications on motivation (self-efficacy & self-concept). However, few studies have looked at the influence of the interaction of both of these constructs on motivation. The relationship between goal construal level and academic motivation will be mediated by both the behavioral and authentic components of self-knowledge. Both Construal Level Theory (CLT) and Action Identification Theory (AIT) identify how actions are seen as having either high-level or low-level identities. How individuals conceptualize their actions can impact levels of self-knowledge. Knowing themselves helps identify their interests which guides behavior and choices for goals that align with their authentic selves which impact motivation levels. Academic motivation is the level of motivation towards the achievement of academic goals. The aim of this study is to examine the mediating effect of self-knowledge on the relationship between construal level and academic achievement. This study was conducted as a computerized study, in which construal level was manipulated and questionnaires assessed levels of self-knowledge. The manipulation consisted of a written activity that induced either high or low-level construal of goals. Then, participants were asked to respond to questionnaires (measuring the extent to which they agree with certain prompts) assessing self-knowledge and motivation. For the analysis, mediations were analyzed with PROCESS Macro in SPSS and we also ran two-way ANOVAS.